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- W2280296062 abstract "Numerical analysis (NA) is a core, compulsory discipline in most scientific, particularly engineeringundergraduate programs. Teaching numerical analysis to students with diversified backgrounds anddifferent abilities of learning (visual, aural, read/write kinesthetic learners) is challenging because of itsinterdisciplinary nature and modelling requirements. Such a challenge in turn, can lead to low successindicators (related to but not limited to student performance) at both whole-class and per-student levels.Negatively affected indicators include subjective (e.g. satisfaction with the subject) and objective ones (e.g.lower overall grade average and absenteeism from class). This paper reports on efforts made at the FederalUniversity of Campina Grande (UFCG) in Brazil to favorably change such indicators. The efforts involveapplying blended learning (BL) together with gamification procedures to motivate students to engage moredeeply in the learning of numerical analysis. As a consequence, it is expected that the other performanceindicators will also be positively impacted. Data for a set of success indicators have been collected since2007 at UFCG. A total of 25 classes encompassing close to 1,500 students and other professionals using theapproach in different application domains â including chemical, electrical and civil engineering,environmental studies, security services, health services â have been observed. Collected evidence indicatesthe BL/gamified procedures improve results over conventional face-to-face only classes. This positiveevidence suggests that âsoft skillsâ, typical of social sciences (as opposed to the âhard skillsâ of numericalcalculus) as well as interdisciplinary subjects â particularly those that is crossovers of computer science anddesign or culture or music â may also benefit from such an approach, particularly in multiculturalclassrooms." @default.
- W2280296062 created "2016-06-24" @default.
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- W2280296062 date "2015-01-01" @default.
- W2280296062 modified "2023-10-02" @default.
- W2280296062 title "Blended Learning in Multi-disciplinary Classrooms - Experiments in a Lecture about Numerical Analysis" @default.
- W2280296062 doi "https://doi.org/10.5220/0005409001960204" @default.
- W2280296062 hasPublicationYear "2015" @default.
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